EFC 315 Educational Assessment Syllabus INSTRUCTOR: Dr. Naomi Jeffery Petersen NJP OFFICE: Black 214 6 PLEASE E MAIL FIRST. EMAIL: NJP@cwu.edu CELL: (509) 607 9407 QUARTER: Fall (September 23 December 4) 2015 OFFICIAL DESCRIPTION. The assessment/ planning/ instruction cycle. Standards based assessment. Reliability, validity, bias. Basic statistics used in test construction and interpretation. Construction of classroom tests: multiple choice, short answer, essay, etc. Performance assessment, portfolio assessment, affective assessment. PREREQUISITE: Successful completion of EFC 210 and EFC 310. Full admission to the Teacher Preparation Program. OVERVIEW In this course, you will practice the cycle of planning, instructing, assessing, and improving your teaching. This cycle will repeat constantly throughout your career as you target outcomes for your students and monitor their achievements. These learning outcomes will be of interest throughout the course. Each assignment is linked to specific outcomes and you will be identifying them as you progress through the course. Note that the midterm and final exams are reflective exercises that also focus on all these learner outcomes. Finally, your culminating project is an inventory of evidence demonstrating your mastery of these learning outcomes by the end of the course that will be uploaded with appropriate examples via LiveText. REQUIRED READING SECTION MEETING TIMES LOCATION EFC 315 002 (94506) TuTh 9:00AM 10:20AM Black Hall 137 EFC 315 003 (94507) TuTh 10:30AM 11:50AM Black Hall 137 You must bring your own hard copies of required texts with you to every session: 1. This coursepack. In addition, bring hard copy drafts of ongoing assignments. 2. Stiggins, R. (2010). An introduction to student involved assessment FOR learning, 6. Pearson. 3. Silver, H., Strong, R., & Perini, M. (2007). The Strategic Teacher: Selecting the Right Research Based Strategy for Every Lesson. Pearson. 4. One official Washington State edtpa handbook for the content area you are focusing on in this course. Links are provided within Canvas via the required resources link. Other materials will be provided in class and online via Canvas and web links. OPTIONAL RESOURCES specific to content areas are listed on Canvas and will be mentioned in class.
REQUIRED TECHNOLOGY includes access to a word processor with Internet connection. You must have access to a computer with current levels of functionality; your competence to use standard online and word processing features is assumed for a 300 level course. Check CWU email and Canvas before every class session. Check and respond to your CWU e mail before each class session. Check your EFC 315 Canvas announcements and email before each class. All assignments will be submitted online via Canvas and/or LiveText, plus several require presentation through class discussion as well as hard copy submissions followed by online reflection. LiveText Software (2007). The LiveText Portfolio collects evidence (artifacts) for all program goals. You should have this software as a result of applying to the program and taking EFC 210. HUMAN RESOURCES are also available: LiveText Helpdesk found on the second floor of Black Hall will help you with your artifact. The Writing Center housed in Brooks Library will help with composing professional written work. AMERICANS WITH DISABILITIES ACT. Students with disabilities who require academic adjustments in this class should have documentation of their Confirmation of Eligibility for Academic Adjustments from the Disability Support Services Office. Students with disabilities without this form should contact the Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu or 963 2171 immediately. This should be provided to the instructor as soon as possible so we can meet to discuss how the approved adjustments will be implemented in this class. CWU POLICIES ACADEMIC DISHONESTY is defined in the CWU Student Conduct Code (11.B). If academic dishonesty is confirmed, the instructor may issue a failing grade for the specific assignment and/or for the course. Withdrawing from a course does not excuse academic dishonesty. In circumstances when academic dishonesty is confirmed, a W can be replaced by a letter grade. Please note that while collaboration is encouraged for developing your knowledge and skill, there are times when working independently is required. For instance, the two written examinations are structured as take home exercises requiring a professional integrity to work independently. ACADEMIC APPEAL. If the policies within the course do not resolve an issue regarding grades or treatment by the end of the course, university policy must be followed as found at http://www.cwu.edu/resources reports/cwur 2 90 040 academic and general regulations INCOMPLETES. The policy of this instructor is to assign grades based on evidence produced during the term. No incomplete will be approved after December 1. The university policy can be found at http://www.cwu.edu/resources reports/cwup 5 90 01025 incompletes. Withdrawal from the course is preferable and those deadlines are noted on the academic calendar available at http://www.cwu.edu/registrar/course information.
EFC 315 LEARNER OUTCOMES The outcomes all courses in the Professional Education Program are aligned with the requirements for teacher certification found in the Washington Administrative Code (WAC 181-78A-270) Standard 5.A-D. Following are those specific to EFC 315: WA Standard 5.A Effective Teaching A successful teacher candidate demonstrates capacity of the knowledge and skills for effective teaching which ensure a positive impact on student learning by: 3. Using standards based assessment that is systematically analyzed using multiple formative, summative, and self assessment strategies to monitor and improve instruction; 5. Planning and/or adapting standards based curricula that are personalized to the diverse needs of each student; 6. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them; 7. Planning and/or adapting curricula that are standards driven so students develop understanding and problem solving expertise in the content area(s) using reading, written and oral communication, and technology; 9. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies; 11. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance. WA STANDARD 5B Professional Development A successful teacher candidate demonstrates capacity of the knowledge and skills for professional development which ensure a positive impact on student learning by: 1. Developing reflective, collaborative, professional growth centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. 2. After August 31, 2013, an approved preparation program for teachers shall require candidates for a residency certificate to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements. At a minimum, teacher preparation programs must address the following knowledge and skills related to evaluations: A. Examination of Washington's evaluation requirements, criteria, four tiered performance rating system, and the preferred instructional frameworks used to describe the evaluation criteria; B. Self assessment, goal setting, and reflective practices; C. Evidence gathering over time; D. Use of student growth data and multiple measures of performance; E. Evaluation conferencing; and F. Use of an online tool to review observation notes and submit materials to be included in evaluation.
WA STANDARD 5C Teaching as a Profession and Professional Contributions A successful teacher candidate shall demonstrate understanding of teaching as a profession by: 2. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies. WA STANDARD 5D Performance Assessment An approved preparation program for teachers shall require that each candidate engage in an assessment process approved by the professional educator standards board. The assessment will verify that the candidate for a residency teacher certificate can meet the teacher standards in (a), (b) and (c) of this subsection and understands teacher impact on student learning. Beginning January 1, 2014, all candidates will complete and pass the teacher performance assessment (edtpa) per WAC 181 78A 264 as authorized by the professional educator standards board. All candidates shall exit the residency certificate program with a draft professional growth plan oriented toward the expectations for the professional certificate. EFC 315 learner outcomes are specified in the Professional Education Program (PEP) goals. These include assessment specific skills as well as general candidate proficiencies and professionalism. Comment on your readiness to do each one. Connect it to a specific experience. 2. Teacher candidates will be able to make appropriate instructional choices from a broad spectrum of techniques in order to maximize the learning of all students. A. Assessment EFC 315 Indicators i. Apply multiple formative, summative, and self assessment strategies to assess student learning. ii. Use assessment results to a. Develop an integrated assessment strategy that facilitates a high performance learning environment. b. Integrate literacy, and mathematical, scientific, and aesthetic reasoning goals into an assessment strategy as appropriate. c. Teach and assess academic language. d. Choose and justify why a choice of diagnostic, formative, summative or self assessment is most appropriate. e. Develop a variety of types of assessment including: binary choice, multiple choice, matching, short answer, essay, performance, and portfolio. These types should demonstrate the application of appropriate rules for each. f. Choose appropriate types of assessment, and justify ethically and pedagogically those choices. g. Develop effective rubrics for gathering data and performance assessments, and will be able to use a rubric tool such as Rubistar. h. Apply appropriate techniques for observation and oral assessment. i. Develop affective domain assessment items and understand that affective assessment should be used at the group level, not to make decisions about individuals. j. Demonstrate an awareness of culturally unique responses to different assessment formats a. Explain the planning/teaching/assessment cycle. b. Develop pre post assessments, norm referenced assessments, and criterion referenced assessments. Can you do this? What knowledge will this build on?
determine effectiveness of instruction. iii. Modify teaching practices based on assessment results. iv. Provide useful feedback to students. v. Align instruction and assessment with standards. c. Use pre post assessments, norm referenced assessments, and criterion referenced assessments. d. Aggregate assessment results to determine basic trends in student learning. e. Offer alternative assessment strategies. f. Evaluate assessment instruments for reliability, validity, and bias, and will be able to distinguish disparate impact from bias. a. Reflect on assessment results. b. Identify the strengths and weaknesses in their teaching practices. c. Choose alternative instructional strategies as guided by assessment results. a. Design a strategy for prompt communication to students. b. Monitor whether students can identify their own progress toward mastery. a. Identify state academic standards each assessment is intended to measure. b. Phrase objectives in student friendly language. The course also addresses the PEP goals that are systemic and therefore developed in every course. These goals will be part of the grading criteria on most assignments. In addition, they are the basis for the Active Participation component of successful course achievement. 1. Teacher candidates will be able to construct, implement, and assess a curriculum that is coherent and aligned with state standards. A. Proficiencies EFC 315 Indicators i. Possess the reading and Use conventional English in all writing. writing skills expected of a Follow written instructions accurately. teacher. ii. Be a reflective practitioner. Accurately describe experiences. Thoughtfully interpret experiences in light of professional goals. Self assess patterns of decision making. iii. Have background in In commentary, explain logic for decisions. aesthetic, creative, critical, Design instruments to assess students mathematical, and scientific reasoning. reasoning sufficient to integrate them into their instruction. Are these observed by others? iv. Be able to teach students to effectively communicate by Design instruments to assess students interaction skills listening, speaking, viewing, and visualizing. Design instruments to assess students independent use of academic language. 4.b. Professionalism EFC 315 Indicators Is this you? i. Demonstrate the character traits of respectfulness, Establish cooperative and supportive relationships. trustworthiness, fairness, Interrupt hostility, incivility, and deceit. caring, citizenship, and Justify actions for the good of society. responsibility. Follow established policies.
ii. Demonstrate the dispositions and skills of effective educators. iii. Demonstrate the ability to communicate effectively with other educational professionals, students, and their parents. iv. Plan for ongoing professional development. Produce accurate and precise information. Emphasize growth and goodness. Manage multiple ongoing tasks with grace and efficiency. Organize messages for clarity. Provide information when expected and/or needed. Respond to feedback. Use conventional formats and user friendly language. Analyze experiences for educator knowledge, skill, and disposition. Self assess own performance of educator competence. Set goals of improvement and plans to achieve them. Monitor progress and adjust accordingly. ASSESSMENT OF STUDENT LEARNING A variety of instructional methods (e.g. lecture, discussion, required readings, written assignments, performed demonstrations, peer interaction, and examinations) are used to develop course outcomes. These generate opportunities for you to demonstrate your mastery of them. The grade is not a measure of how long the task takes nor how hard they are perceived to be. The products and performances used for grading are not measures of labor but rather measures of learning. As a teacher candidate, you must be able to identify how each activity is related to course goals, state standards, and edtpa rubrics and to discuss how the experience prepares you to teach. Assignment grades are based on work submitted on ready to grade due dates. Final grades will be based on work submitted as instructed as of 5PM by due date unless negotiated in writing in advance. LiveText Artifact Checkpoints Community Context Developmental Tasks CATEGORIES OF ASSESSMENT ACTIVITY 15% Community Context: 10 weeks Active Participation in the Community of Learners to demonstrate professionalism, including discussion board responses, attendance, and civility. This is not calculated from an accumulation of weekly points but rather assessed according to the trend of demonstrating the professionalism outcomes defined in the PEP goals.
50% Developmental Tasks: 10 activities to develop essential knowledge and skill related to course objectives. Job #1 Join the community of learners discussion bodard. Job #2 Standards based assessment websearch. Job #3 Construct selected response items. Job #4 Construct written response items. Job #5 Construct performance assessment item. Job #6 Construct an observation checklist. Job #7 Design an assessment blueprint for an edtpa style learning segment. Job #8 Compose an edtpa style Assessment Commentary. Job #9 Use edtpa Rubrics 5, 11 18 to self assess professional development. Job #10 Compose a letter to students homes that addresses an assessment issue. Most assignments feature the following four actions: READ Every word of assigned print and online pages. RESPOND On Canvas Discussions, reply to at least 4 others posts (2 before and 2 after you on the roster). Please respond to emails, including absentee requests, in a timely manner. DISCUSS Be prepared to talk about the readings and assignments during class sessions. Bring hard copy drafts of whatever job is scheduled to be discussed. REFLECT Synthesize the assigned task, readings, experience, values, and your future. 15% Checkpoints: 2 Opportunities to assess progress in mastery of course objectives. Both are online and open book with at least a week to complete. The questions tend to be reflective. o Midterm This exercise is primarily a rehearsal for Part II of the Artifact. A few questions regard the Washington Basic Education Act and current federal policies. o Final This exercise is primarily a reflection on your experiences developing and demonstrating the course objectives. 20% LiveText Artifact to demonstrate mastery of key course objectives. This reflective inventory will also be shared on Canvas. A template will be provided. Using Best Practices to Teach Best Practices. Given that EFC 315 is all about assessment, it is therefore important that the assessments done within the course are demonstrations of best practice, too. The matching of tools to targets, that is, aligning assignments with academic outcomes, is demonstrated here. All the instructions and assessments of this course are not only intended to help you understand the purpose and procedure of each activity, but also to provide examples of decisions all teachers must make when they design curriculum. Thus you are encouraged to ask about any of the instructions and assessments. It will not be seen as an aggression but as an academic inquiry. Be prepared to look for connections to the ideas you read about. Professional communication is addressed in the first section of the workbook.
READING Key: S = Stiggins TENTATIVE EDF 315 FALL 2015 CALENDAR * Bring to class. Discuss in class. Due online (ready to grade) WK READ IN ADVANCE SESSION TOPICS ASSIGNMENT TARGETS I 24 Sep II 29 S1 Success SYLLABUS; CANVAS PEP Context; Instructional Cycle; Calendar; Begin #1 Community Thread Strategic Project Management S2 Why S3 Expectations EALRS/Common Core S4 Quality 01 Strategic Teacher Ch 1 Oct EdTPA handbook Philosophy; Perception; Goals, Objectives, Outcomes; Smarter Balanced Academic Language Strategic dashboard EdTPA Structure Add #1 Respond to Colleagues Begin #2 Standards Quiz Add #1 Reflection Practice edtpa Task 1A Context III 06 S5 Selected Response * Discuss #1 #1 Community due Selected Response Begin #3 Selected Response 08 Troubleshoot #3 Items & Key Post #3 for feedback IV 13 15 S6 Essay Strategic Teacher V 20 S7 Performance S12 Portfolios Strategic Teacher 22 S8 Communication VI 27 S9 Dispositions 29 S 1-9 Review VII 03 S10 Records Nov S11 Report Cards 05 edtpa Handbook VIII 10 12 S14 Tests APA conventions Constructed (Written) Response Student Voice ** Discuss Tasks #3 & #4 Performance Assessment Stakeholder characteristics; Communitybuilding role; edtpa Tsk 1A; Hard to define~ hard to assess; WA Basic Education Act Goals Preview Midterm (Inventory) **Discuss #5 & #6 Discuss Midterm Procedure Integrating goals and strategies; Aligning state and federal mandates; Templates and routines edtpa Rubrics 5, 11-15 Discuss Midterm Checkpoint Preview Artifact IX 17 S 1-14 ***Discuss #7 #8 #9 19 LiveText Portfolio X 24 Syllabus Preview PEP Program courses Troubleshoot Artifact to class 26 (THANKSGIVING) XI 01 03 Dec * Discuss #10 LiveText Demonstration & Verification CELEBRATIONS Begin #4 Written Response #2 Standards due Post #4 for feedback Begin Task #5 Performance #3 Selected due Post #5 for feedback Begin Task #6 Observation T #4 Written due #5 Performance due Post #6 for feedback Begin Midterm Checkpoint #6 Observation due Begin #7 Blueprint & Begin # 8 edtpa Commentary Midterm due #7 Blueprint due Begin #9 self-assessment Begin #10 Letter Home #8 Ready for feedback Begin Artifact Inventory 08 FINALS WEEK Active Participation grade 10 Final Checkpoint due NOTE: Final grades will be determined by December 12. However flexible I may be during the course, by the end, there is very little leeway. Incompletes are very rare, and must be negotiated in writing by Dec 1. Please use the protocol found under Active Participation for written communication. NJP #8 Commentary due #9 Rubric due #10 Letter Home due Artifact on LiveText due Artifact on Canvas due